From Raising the Floor to Raising the Ceiling

Whole Education 6th Annual Conference

Twitter | @WholeEducation #Seizingtheagenda

Establishing a shared vision for school improvement

Seizing the Agenda

Unleashing the Curriculum Designer in

Us AllExplore the different experiences of curriculum innovation between new schools in new

buildings and existing schools in traditional buildings and organisational structures.Elizabeth Woodville School,

Homewood SchoolXP

Lord Lawson/KEDBolton UTC

Innovation“Any project that is

new to you and has an uncertain outcome”

“Strategic Innovation is neither repeatable nor predictable.

It is non-routine and uncertain”

Spectrum of innovationIncremental

Developmental

Radical

Exploration

1 2 3 4 5

Innovation can tend toward…

© Perspectiv LLP.

1. Hardly new at all: it is basically a repackaged version of what we do but still requires creative input, funding and resources

2. A little new: there are a small number of things that mark it out as different3. Fairly new: there are some similar things in other schools4. Reasonably new: there is nothing very much like it in schools5. Absolutely new: it changed the model and is new to the world. Examples include a new category,

technology, invention, brand, process etc.

1. Relative Advantage• Do people think it is an improvement over what already exists• Can we “prove” results?• How uncertain are those results? • What is the cost of change vs. benefit?

2.Compatibility• Is it consistent with the values, experiences and needs of the people

who use it• How new is it – to me, to my team, to English education?• Degree to which it challenges my notions of role and power• Compatibility with societal norms and education system

3. Complexity• Will users (teachers, students, parents etc.) find it easy to use?• Will users find it easy to understand?• Do staff have the skills?

4. Trialability• Can people experiment with it before deciding to adopt it?• Is it all or nothing? • Can we make it easier to try and get used to?

5. Observability • How easy is it for people to see its results• Immediate vs. Future benefits• Observability of benefits (VAVIA results and “OFSTED” results)

Innovation Factor Goal Setting Coaching Flipped Learning

1. Relative Advantage – Do people think it is an improvement over what already exists- Can we “prove” results?- How uncertain are those results? (PFU vs. NIC)- What is the cost of change vs. benefit?

Target setting well understood and widely used. Benefits well understood. No cost of change.

2.Compatibility – is it consistent with the values, experiences and needs of the people who use it- How new is it – to me, to my team, to English education?- Degree to which it challenges my notions of role and power- Compatibility with societal norms and education system

Change to student chosen goals is subtle shift but changes relationship to put student in charge

3. Complexity – will potential users find it easy to use?- Is it easy to understand?- Do staff have the skills?

Some development of open questioning

4. Trialability – can people experiment with it before deciding to adopt it?- Is it all or nothing? - Can we make it easier to try and get used to?

Could transfer from targets to goals over time and with some students

5. Observability – how easy is it for people to see its results- Immediate vs. Future benefits (PFU vs. NIC)- Observability of benefits (VAVIA and OFSTED)

Long term benefit (PFU). Could detect change if measure LOL / L2L

How Innovative (1-5)

John Cridland, CBI Director-General, said:“Businesses feel very strongly that the education system must better prepare young people for life outside the school gates, or risk wasting their talents.“The journey from school towards the world of work can be daunting, so we must support schools and teachers to help develop the skills, character and attitudes students need to progress in life.“We’re hearing the right noises from politicians of all colours, but the need for genuine reform on the ground remains.“We need young people who are rigorous, rounded and grounded, and business stands ready to play its part.”

Rod Bristow, President of Pearson Core Markets, said:“Everyone agrees that young people should be better supported as they prepare for the workplace – today business leaders echo the voices of teachers, Ministers and indeed young people themselves in calling for a more joined up approach to the transition from education to employment. The challenge now is to grasp the nettle so we bring employment and education opportunities together to meet the urgent social and economic need of creating a more highly-skilled workforce.“Through our World Class Qualifications programme Pearson is working with employers and education experts from around the world to ensure that young people in the UK are equipped with the skills they will need to prosper in education or in the workplace.”

We believe that all children deserve an engaging and rounded education that supports academic achievement, but alsodevelops the skills, knowledge and qualities needed to flourish in life, learning and work.

Sir John Dunford

•I saw this animation the first year it appeared, and was awestruck. As a teacher I see only common sense in the whole presentation but trying to effect this kind of change is no small feat. •I realized that the initial step in creating this paradigm shift has to do with the question Sir Robinson raised that is the linchpin. "Why do we educate children as if the most important thing about them is their date of manufacture?"•We MUST eliminate the stigma of being "held back". Do away with the idea of being "promoted" grade to grade by making the grade "levels" lateral rather than hierarchical. No more "graduation", teach children by their abilities rather than their age. Let them find their own passion and they will seek out the education they need to achieve it. •Too often I see students come into my classroom who are totally unprepared, socially, emotionally, psychologically and intellectually for a high school curriculum. It's not their fault! It's not the parents fault! It's not the teachers fault! It is the system and the whole system desperately needs to be overhauled. To do this we must overcome the immovable object set down but tradition and bureaucracy.•I have set myself to the task of finding out how to break through that barrier. I hope very soon to start putting some ideas out there but it is a large puzzle with many dynamic pieces and few proponents.

KED steps to success

Personalised strategies

Personalised goals

Time

The Learning Portal

Room for learning

The Teacher

Curriculum